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July 25, 2025Open Access

Psychosocial Risk Factors and Burnout Among Teachers: Can Emotional Intelligence Make a Difference?

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Authors

CBCarla BarrosCFCarina FernandesPBPilar Baylina

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Overview

Cross-sectional survey explores emotional intelligence's role in burnout from psychosocial risk factors in teachers, indicating limited influence.

Key Points

  • Burnout was significantly predicted by psychosocial risk factors (B = .313, p = .001) among teachers.
  • Emotional intelligence alone did not significantly predict burnout (B = .176, p = .364) in the study population.
  • The mediation/moderation analysis revealed no significant interaction between psychosocial risk and emotional intelligence (B = 0.000, p = .995).
  • Findings suggest that addressing burnout requires a holistic approach focusing on organizational factors rather than emotional intelligence alone.

Cite This Study

Barros et al. (2025) studied this question.

synapsesocial.com/papers/689a0933e6551bb0af8ce418https://doi.org/10.20944/preprints202507.1561.v1
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Psychosocial Risk Factors and Burnout Among Teachers: Can Emotional Intelligence Make a Difference?2025
  2. 2An Integrated Model of Emotional Intelligence, Stress Coping, and Teacher Well-Being2025
  3. 3Psychological resources and interventions for teachers’ emotional competence and well-being: a systematic review2025
  4. 4Assessing the Impact of Emotional Intelligence on Stress Management and Burnout Among Healthcare Professionals.2025
  5. 5Investigating the link between teachers’ childhood trauma and student-related burnout: The mediating role of emotion dysregulation and emotional self-efficacy2025